The objectives for this module are that after you actively engage in the activities, you will be able to: 1. Describe the basic theoretical underpinnings of the BID model. 2. Develop a briefing focused on a learning objective 3. Perform intra-encounter teaching focused on the learning objective 4. Perform a short debriefing focused on the learning objective
Note: while this model was developed for the operating room, you will find that it applies to any clinical setting. In each encounter think about first working with learner to set her objectives, then teaching during the clinical encounter and finally providing feedback or debriefing.

Taught By

Sally Santen, M.D., Ph.D.

Associate Professor - Emergency Medicine

Transcript

Today we're talking with Dr. Jill Cherry from the University of Michigan. Dr. Cherry, can you tell us a little bit about your practice? >> Absolutely. I'm a trauma critical care surgeon at the University of Michigan where I teach the residents and students quite a bit during my time. >> Fantastic. We've been learning a little bit about the BID model today, and we know how successful it can be in some contexts, but I wonder about trauma resuscitation and critical care and especially codes. Where do you think the BID model could be applied in your practice? >> I actually think the BID model could really be applied well in this setting. There are multiple different times when we talk with our residents. Right before codes or in actuality, in trauma recessitations, we often want to have a few minutes before the patient arrives, or on the way to the code itself, we will have a few moments to discuss what we are going to do. The chief resident or the most senior resident is often the person put in charge of the code And to run the code, and it's really their job to be the leader, to stay calm and to direct the team. During the code itself, or the resuscitation, my job is to make sure that they are in line and continuing to do what they need to do to make the code, or the resuscitation, run smoothly. So this is a really great time for some feedback on how to do things, and to keep things moving effectively. Then after the code, or the resuscitation, if the patient doesn't have to rush to the OR, you often will have a little bit of time to discuss what has happened, even, possibly, with the entire team, on how the code or the trauma resuscitation went. And it's a good time to also give feedback to the resident and ask them what they think could have gone better or the team itself. And often times it's the nursing staff or the junior residents that really have some good feedback as well. So I think it is not just me as the teacher, but also the team that can give some feedback. >> I think that's a great example of how quickly this model can be applied within even an urgent context, so that the learner can really get some good feedback, and some good learning. Thank you Dr. Cherry. >> You're welcome.

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